An Empirical Study On The Relationship Between Pupils’ Bullying Experience And Academic Performance

Campus safety is the guarantee of student safety,and it is also the basis for the healthy operation of the school.The frequent occurrence of campus bullying has brought a lot of harassment to the originally sunny and safe campus.In recent years,the phenomenon of campus bullying has received great attention from the state,local governments and society,and a series of policies and measures to prevent campus bullying have been introduced one after another.However,in some primary and secondary schools,school bullying still persists.Therefore,it is necessary to further fully understand the breadth and depth of the harmfulness of campus bullying,solve the dilemma of campus bullying,maximize the mobilization of schools,families,and society,and concentrate on the scientific and effective management of campus bullying,so as to ensure the growth environment of students A piece of tranquility.This study takes the phenomenon of campus bullying in the middle and high grades of primary schools as the survey object,and explores the relationship between the experience of campus bullying and their academic performance.In-depth analysis is conducted through the horizontal comparison between the bullying group and the non-bullying group and the longitudinal comparison of the changes before and after the bullying by the bullied group.This study mainly uses a combination of quantitative research and qualitative research.Quantitative research methods are used to analyze the status quo of campus bullying of primary school students in middle and high grades.It mainly uses descriptive statistics,independent sample T test,difference analysis,regression and other statistical analysis methods.After processing the data,the following research conclusions are drawn:1)There are significant differences in the impact of verbal bullying,relationship bullying,and physical bullying on academic performance between the bullied group and the non-bullied group under investigation.2)There is a significant difference in mathematics scores between the bullied and non-bullied pupils in the bullied group under investigation,but there is no significant difference in Chinese and English scores in terms of cyberbullying.3)Comparing the academic performance of the bullied primary school students before and after being bullied,there are significant differences in their total scores.4)The academic performance of bullied primary school students is greatly affected by verbal bullying,relationship bullying and physical bullying.The four variables of bullying and cyberbullying variables have no effect on the overall score.5)The qualitative research results show that students’ lack of awareness of rules,weak teacher awareness,the interweaving influence of the two-child family structure and the lack of "teaching culture",the lack of management of students after class,etc.,have become campus bullies that are repeatedly banned and that bullying students and bullied students fail to get The main reason for timely and effective active intervention.6)Establish a professional team with schools as the main body of intervention,guided by modern psychological science theory,and anti-bullying projects as the center,develop characteristic anti-bullying courses,formulate differentiated and personalized psychological and behavioral intervention programs,and carry out bullying and bullying primary school students Effective intervention without time lag;attaching importance to the education value of Chinese culture education;creating a safe and civilized campus environment,carrying out love-themed education,and strengthening the active role of head teachers and subject teachers are feasible strategies for the school to control campus bullying.